Recommended References for Further Reading

Hellmich, E. A., & Vinall, K. (2023). Student use and instructor beliefs: Machine translation in language education. Language Learning & Technology, 27(1), 1–27.
Qun, L., & Xiaojun, Z. (2015). Machine translation: General. In C. Sin-wai (Ed.), The Routledge encyclopedia of translation technology (pp. 105–119). Routledge. https://doi.org/10.5860/choice.188800
Lee, S.-M. (2023). The effectiveness of machine translation in foreign language education: A systematic review and meta-analysis. Computer Assisted Language Learning, 36(1–2), 103–125. https://doi.org/10.1080/09588221.2021.1901745

Cope, B., & Kalantzis, M. (2021). Multiliteracies: Literacy learning and the design of social futures. Routledge.
Jewitt, C. (Ed.). (2009). The Routledge handbook of multimodal analysis. Routledge
Kress, G. R. (2010). Multimodality: A social semiotic approach to contemporary communication. Routledge.

Griful-Freixenet, J., Struyven, K., Verstichele, M., & Andries, C. (2017). Higher education students with disabilities speaking out: Perceived barriers and opportunities of the universal design for learning framework. Disability & Society, 32(10), 1627–1649.
Piepzna-Samarasinha, L. L. (2018). Care Work: Dreaming Disability Justice.
Tavares, V. (2022). Neoliberalism, native-speakerism and the displacement of international students’ languages and cultures. Journal of Multilingual and Multicultural Development.

Knisely, K. A., & Russell, E. L. (Eds.). (2024). Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities. Multilingual Matters.
Kosnick, K. (2023). In solidarity: The coalitional work of gender justice and language education. Modern Language Journal, 107(2), 637-641.
Zimman, L. (2021). Beyond the cis gays’ cis gaze: the need for a trans linguistics. Gender & Language, 15(3), 423-429. https://doi.org/10.1558/genl.20883
Paiz, J. M. (2020). Queering the English language classroom: A practical guide for teachers. Equinox.
Consult krisknisely.com/ALLE for additional suggestions for continued reading.

Díaz, A. R., & Dasli, M. (2017). Tracing the ‘critical’ trajectory of language and intercultural communication pedagogy. In M. Dasli & A. R. Díaz (Eds.), The critical turn in language and intercultural communication pedagogy: Theory, research and practice (pp. 3-21). Routledge.
Hird, D. (2023). Critical pedagogies for modern languages education: Criticality, decolonization, and social justice. Bloomsbury Publishing.
Ortega, Y. (2024). Pluriversal Applied Linguistics: Implications for language teaching and research from the Global South. In Pluriversal Applied Linguistics. De Gruyter Mouton.
Zembylas, M. (2025). Synergizing Critical Theory and Decolonial Approaches in Educational Philosophy and Theory: Tensions and Insights. Studies in Philosophy and Education, 1-18.

Anya, U. (2021). Critical race pedagogy for more effective and inclusive world language teaching. Applied Linguistics, 42(6), 1055–1069.
Flores, N., & Rosa, J. (2019). Bringing race into second language acquisition. The Modern Language Journal, 103, 145–151.

Anya, U. (2011). Connecting with communities of learners and speakers: Integrative ideals, experiences, and motivations of successful Black second language learners. Foreign Language Annals, 44(3), 441-466.
Fabian, J. (1983). Missions and the colonization of African languages: Developments in the former Belgian Congo. Canadian Journal of African Studies / Revue Canadienne des Études Africaines, 17(2), 165-187.
Fabian, J. (1986). Language and colonial power: The appropriation of Swahili in the former Belgian Congo 1880-1938. University of California Press.
Kubota, R. (2019). Confronting epistemological racism, decolonizing scholarly knowledge: Race and gender in applied linguistics. Applied Linguistics, 36, 15–22.
Thomas, J. A. (2024). Community college linguistics for educational justice: Content and assessment strategies that support antiracist and inclusive teaching. In A. Charity-Hudley, C. Mallinson, & M. Bucholtz (Eds.), Inclusion in Linguistics (pp. 253-273). Oxford University Press (open access). https://academic.oup.com/book/56194/chapter/443483460

Cenoz, J., & Gorter, D. (2015). Towards a holistic approach in the study of multilingual education. Cambridge University Press.
García, O., & Li Wei. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
Otheguy, R., García, O., & Reid, W. (2015). Clarifying translanguaging and deconstructing named languages: A perspective from linguistics. Applied Linguistics Review, 6(3), 281-307.

Doerr, N. M. ed. (2024). Counter standardization: Exploring liberatory language practices around “Japanese.” Mouton de Gruyter.
Harris, R. n.d., Integrationism: A Very Brief Introduction.
https://www.royharrisonline.com/integrational_linguistics/integrationism_introduction.html

Ruíz, R. (1984). Orientations in Language Planning, NABE Journal, 8(2),15-34
Wiley, T. G., & De Korne, H. (2014). Historical orientations to language policy in the United States. Language Policy Research Network (LPReN). Center of Applied Linguistics, Washington, DC
Flores, N., & García, O. (2017). A critical review of bilingual education in the United States: From basements and pride to boutiques and profit. Annual Review of Applied Linguistics, 37, 14–29
Wiley, T.G. (2008). Language Policy and Teacher Education. In N.H. Hornberger (Ed.) Encyclopedia of Language and Education. Springer. https://doi.org/10.1007/978-0-387-30424-3_17

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Contemporary Topics in Applied Linguistics for Language Educators Copyright © 2025 by Julieta Fernández and Chantelle Warner; rights for individual chapters held by respective authors. All Rights Reserved.